Section List

This workshop will target Tier 1 instruction to ensure all students are engaged in grade-level learning in mathematics.

Participants will want to bring their current curriculum materials to engage in “implications and next steps” as a part of this workshop. Time will be provided to collaborate with other educators of like grade and high quality instructional materials. Content, activities, and examples will focus on K-5 and 6-12.

Please join us for a day of collaboration to support each other, share ideas, resources, and learn from colleagues.

Literacy coaches serve a critical role in supporting teachers by providing job-embedded professional development. Join us for this five-day training series based on literacy coaching modules that have been adapted by The Florida Center for Reading Research.

Whether you are a literacy coach, principal, or teacher leader, you will learn the necessary components, along with the essential knowledge and skills, to become successful literacy leaders and contribute to the improvement of reading instruction and student achievement.

Participants Will:

• Apply principles and practices that foster a positive school culture

• Apply effective methods and practices for coaching both students and adult learners

• Collect data on instructional practices to inform professional learning

• Plan, implement, and analyze literacy instruction based on the science of reading

• Reflect, plan, and implement literacy coaching

Teachers matter more to student achievement than any other aspect of schooling. Teachers need professional development that provides deeper knowledge, skills, and practice to successfully address reading difficulties.

• Understanding the content and methodology of research-based, explicit, structured literacy instruction

• Deep knowledge of the cognitive and language factors that shape student learning and of pedagogical detail

• Information about how to differentiate instruction to meet the needs of all students

• Develop an understanding of the impact of core beliefs and collaboration in the IEP process
• Demonstrate a deeper understanding of the IEP process
• Facilitate IEPs in a professional and parent friendly manner through use of technology
• Identify and connect the elements required to write a high quality IEP
• Build foundational knowledge on utilizing high quality IEPs for instructional planning

This professional learning workshop series supports K–3 educators in translating science of reading research into high-impact skills instruction. Through 2 full-day virtual Zoom sessions and 3 1.5 virtual Zoom check-ins, participants will engage in guided learning, collaborative planning, and lesson analysis using high-quality instructional materials aligned to foundational literacy skills.

Teachers will explore research-aligned instructional moves for phonemic awareness, phonics, spelling, fluency, and assessment, and apply them directly to daily classroom routines. 

This workshop is designed for teachers who have completed a science-of-reading professional learning and are seeking practical support to strengthen skills instruction through effective use of high-quality materials.

The training will include:

•  Foundations of effective family engagement and family literacy

• Research supporting family-school partnerships and families’ role in children’s literacy learning and development

•  Overview of the Family Workshops to Go model

•  Facilitation strategies for all six workshops, including strategies that help support children’s literacy learning

• Family recruitment and retention practices

•  Planning for local implementation

•  Strategies for creating welcoming and engaging learning experiences for families

Participants will receive a Family Workshops to Go facilitator’s guide which includes facilitation 

plans, handouts, and implementation guidance to conduct Family Workshops to Go within their 

districts.

Following the Train-the-Trainer Institute, NCFL will facilitate a six-month Community of Practice (CoP)

designed to support implementation, strengthen family engagement and family literacy practice, and

build connections among participating districts.

Each Community of Practice session will include both implementation support and professional learning

related to family engagement topics such as family-school partnerships, communication, family

leadership, family voice, culturally responsive engagement, and sustainability.

Teachers matter more to student achievement than any other aspect of schooling. Teachers need professional development that provides deeper knowledge, skills, and practice to successfully address reading difficulties.

• Understanding the content and methodology of research-based, explicit, structured literacy instruction

• Deep knowledge of the cognitive and language factors that shape student learning and of pedagogical detail

• Information about how to differentiate instruction to meet the needs of all students

Teachers matter more to student achievement than any other aspect of schooling. Teachers need professional development that provides deeper knowledge, skills, and practice to successfully address reading difficulties.

• Understanding the content and methodology of research-based, explicit, structured literacy instruction

• Deep knowledge of the cognitive and language factors that shape student learning and of pedagogical detail

• Information about how to differentiate instruction to meet the needs of all student

This required training is designed specifically for K-3 Music Teachers in Nebraska.

Nebraska State Statute 79-2607 is a core component of the Nebraska Reading Improvement Act. It mandates that the Nebraska Department of Education develop a professional learning system of evidence-based reading instruction for pre-K through 3rd grade teachers. As part of this mandate, all pre-K through 3rd grade specialists (e.g. art, music, physical education, library, technology) are required to participate in professional learning to support literacy awareness and support students’ literacy development across all district settings.

Components of this training include:

• Basic overview of the Science of Reading

• Reinforce vocabulary and language within the Art classroom

• Support students when they encounter literacy difficulties in Art

• Build background knowledge in the Art classroom

• Contribute to a school-wide culture of literacy

Teachers must stay for the duration of the training in order to be “adequately trained” by the state of Nebraska.

Lunch will NOT be provided